• Evidence-Based Approaches to D...

Treffer: Evidence-Based Approaches to Designing Effective Career and Technical Education Programs. Brief #35. Design Principles Series

Title:
Evidence-Based Approaches to Designing Effective Career and Technical Education Programs. Brief #35. Design Principles Series
Language:
English
Authors:
Hannah C. Kistler, Shaun M. Dougherty, EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, University at Albany, State University of New York, Boston College, Carolyn A. and Peter S. Lynch School of Education and Human Development
Source:
EdResearch for Action. 2025.
Availability:
EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org
Peer Reviewed:
N
Page Count:
11
Publication Date:
2025
Document Type:
Report Reports - Descriptive
Education Level:
High Schools
Secondary Education
Descriptors:
Career and Technical Education, Access to Education, Outcomes of Education, Program Design, Educational Quality, Educational Strategies, Evidence Based Practice, High School Students
Geographic Terms:
Pennsylvania, Connecticut, North Carolina, Ohio, Tennessee (Nashville), California (Pasadena), New York, Massachusetts
Entry Date:
2025
Accession Number:
ED675896
Database:
ERIC

Weitere Informationen

This research brief synthesizes decades of evidence to guide district and school leaders on how to design effective Career and Technical Education (CTE) programs that expand access and improve student outcomes. It highlights that students who complete structured, multi-course CTE pathways see stronger graduation, earnings, and postsecondary outcomes than those who only take standalone courses. High-quality features such as integrated academics, structured work-based learning, and strong partnerships with employers and colleges are critical drivers of impact. The brief also emphasizes that effective strategies, such as exploratory opportunities before pathway selection, hiring teachers with industry experience, and building intentional partnerships, can broaden access, while rigid tracking, weak work-based learning, and out-of-field teaching risk undermining quality. By implementing evidence-based design principles, education leaders can ensure CTE fulfills its promise as a pathway to both higher education and meaningful careers.

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